A5050959497- Online and Blended Learning
- Innovative Teaching and Learning Methods
- Knowledge Management and Sharing
- Impact of Technology on Adolescents
- Fashion and Cultural Textiles
- Experimental Learning in Engineering
- Mechatronics Education and Applications
- Teaching and Learning Programming
- Neurobiology of Language and Bilingualism
- Neural and Behavioral Psychology Studies
- Virtual Reality Applications and Impacts
- Wikis in Education and Collaboration
- Digital Marketing and Social Media
- Reading and Literacy Development
- Engineering Education and Pedagogy
National University
2023
Michigan State University
2015-2018
University of Wisconsin–River Falls
2015
Supporting productive peer-to-peer interaction is a central challenge in online courses. Although cooperative learning research provides robust evidence for the positive outcomes of face-to-face (Johnson & Johnson, 1989), modes have provided mixed results. This study examines effects synchronous versus asynchronous on students’ sense cooperation, belonging, and affect small-group discussions. Fifty-two undergraduate students were assigned to conditions. The findings support prior that...
This paper introduces the efforts of Michigan State University’s Counseling, Educational Psychology, and Special Education/College Education (CEPSE/COE) Design Studio to utilize robotic telepresence devices in synchronous hybrid learning classes for Psychology Technology (EPET ) Ph.D. program. Robotic are digital that can be piloted from a distance purpose interacting with people remote location. Synchronous refer which online face-to-face students interact during shared sessions. design...
The positive effects of cooperative learning are well-documented in face-to-face environments, but its efficacy asynchronous online environments remains unclear. Recent experimental research suggests that comparing and synchronous versions learning, motivation, achievement, perceptions, all decrease under conditions, which raises questions about how why this occurs. purpose study was to clarify issue by testing whether asynchrony promotive interaction moderates the association between goals...
A picture-word interference paradigm tracked patterns of activation during picture naming in 87 individuals (age range 17-80 years old). Distractor words were presented at stimulus onset asynchronies (SOAs) -200, -100, and 0 ms bearing a has a-, location, or no relationship to the picture. Analyses group reaction times revealed significant facilitation effects for both semantic relation types all age groups. temporal primarily SOAs -200 -100 ms. These findings provide evidence that thematic...